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International Journal of Language, Education, and Literature (IJLEL)
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 30642701     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJLEL International Journal Language, Education, and Literature is an international peer-reviewed and open-access journal in language education. The aim is to publish conceptual and research articles exploring the application of any language in teaching and the everyday language experience in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. IJLEL will publish periodically (4 times yearly) in January, April, July, and October. IJLEL continues improving the quality of platform services, providing journal publications by managing national and international indexes such as SINTA, GARUDA, Google Scholar, Dimension, DOAJ, Copernicus, Crossref, etc.
Arjuna Subject : Umum - Umum
Articles 141 Documents
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Exploring EFL Students’ Speaking Anxiety: An Analysis of Levels, Causal Factors, and Coping Mechanisms Husniah S; Nurdin Noni; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/4ypghw51

Abstract

This study investigates the level, sources, and coping mechanisms of speaking anxiety among EFL learners at SMP Negeri 1 Mare. Using a mixed-method design, data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS), semi-structured interviews, and classroom observation. The findings reveal that most students experienced moderate anxiety (42%), followed by high anxiety (30%), indicating that speaking remains a challenging skill for many learners. Three major factors contributing to anxiety were identified: communicative apprehension, fear of negative evaluation, and test anxiety, which frequently manifested in hesitation, avoidance, and physical tension. In response to these challenges, learners employed several coping strategies, including preparation, relaxation, positive thinking, and peer seeking, with preparation being the most frequently used. The study highlights the importance of providing supportive speaking activities and reducing evaluative pressure to help students manage anxiety and improve oral performance. These findings offer valuable implications for EFL teachers in designing anxiety-responsive instructional practices.
Exploring Teachers’ Interactive Strategies for Teaching Speaking to Low-Level EFL Learners: A Case Study at an English Course Iga Rahman; Syarifuddin Dollah; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/v8mnaz39

Abstract

This study aimed to explore the interactive strategies used by teachers in teaching speaking skills to low-level EFL learners, as these learners often experience difficulties in actively participating in classroom speaking activities. Employing a qualitative case study design, the study involved three English teachers teaching speaking classes at a private English course. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings revealed that teachers implemented various interactive strategies to support learners’ speaking development, including daily expression memorization, small talk, scaffolding techniques (questioning, visual support, repetition, and feedback), games, pair work, task-based language learning, and affective interaction such as humor, motivation, and verbal appreciation. These strategies encouraged active participation, reduced learners’ anxiety, and provided meaningful opportunities for speaking practice. The study concludes that interactive teaching strategies play an important role in facilitating speaking instruction for low-level EFL learners, particularly in non-formal education contexts where learners require intensive support and engagement.
The Implementation of Wattpad-Based-Digital Reading in Senior High School Student Andi Asti Ahyandhita; Muhammad Tahir; Vivit Rosmayanti
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/fcvhnk95

Abstract

Reading comprehension remains an essential issue for Indonesian EFL students, especially because they don't pay much attention in regular reading classes. Combining digital reading platforms may be a way to increase students' engagement in reading. The purpose of the research was to examine learners' engagement in reading comprehension through Wattpad-based digital reading. A pre-experimental quantitative research design was used involving twelfth-grade students from SMA Negeri 1 Bulukumba. This investigation took place in October and November of 2025. Data were collected using a Likert-scale questionnaire filled out following students' engagement in Wattpad-based reading activities. The questionnaire looked at five dimensions of engagement: emotional, behavioral, participation, cognitive, and skills engagement. The data is described by turning responses into percentages to find patterns in how students engage. The findings demonstrated that high levels of emotional engagement, indicated by increased interest, excitement, and satisfaction in reading activities. Cognitive engagement was also high because students understood the texts, linked what they read to what they already knew, and used concepts in real-life situations. Participation engagement worked well since students were actively talking about Wattpad stories. Students' independent reading habits and usage of active reading strategies showed that they were engaged in skills. However, behavioral engagement had only minimal outcomes, especially when it came to consistently finishing longer readings. The study finds that digital reading on Wattpad efficiently promotes multidimensional student engagement in reading comprehension. It is suggested that English teachers include digital reading platforms in their education while offering suitable supervision to improve students' reading consistency and improve engagement outcomes.
EFL Learners’ Listening Strategies and Self-Efficacy in Listening Comprehension: A Descriptive Quantitative Study Chelsea Feriska Putri Munawar; Testiana Deni Wijayatiningsih; Riana Eka Budiastuti
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/kanhdt93

Abstract

Listening comprehension is a fundamental yet challenging skill for learners of English as a Foreign Language (EFL), as it requires real-time processing of spoken input and effective management of cognitive and affective factors. This study aims to describe EFL learners’ listening strategy use and self-efficacy in listening comprehension following listening strategy instruction. A descriptive quantitative research design was employed to capture learners’ reported behaviors and confidence levels in listening activities. The participants were undergraduate students enrolled in a listening-focused English course in an Indonesian higher education context. Data were collected using two close-ended Likert-scale questionnaires: a listening strategy questionnaire and a self-efficacy questionnaire. Descriptive statistical analysis, including frequencies and percentages, was used to illustrate patterns and tendencies in learners’ responses. The findings indicated that learners reported more frequent use of during-listening strategies, such as note-taking, focusing on key words, and monitoring comprehension, than pre-listening strategies, including predicting content and activating background knowledge. In terms of self-efficacy, learners demonstrated moderate to high confidence in understanding spoken English and persisting during listening tasks, although lower confidence was reported when dealing with unfamiliar vocabulary, fast speech, or unfamiliar accents. Overall, the results reveal variation in learners’ listening strategy use and self-efficacy within the same instructional context. The study highlights the importance of addressing both strategic awareness and learner confidence in EFL listening instruction.
Navigating AI Paraphrasing Tools in EFL Contexts: Investigating Quillbot’s Role in Enhancing Academic Writing Proficiency Siti Rezky Amaliah mahmud; Muhammad Tahir; Andi Asrifan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/k6csbe66

Abstract

The use of AI-powered paraphrasing tools like QuillBot is rising among English as a Foreign Language (EFL) postgraduate students. However, its impact on holistic academic writing development remains unclear and raises concerns about dependency and academic integrity. This study aims to investigate the usage patterns, impact, perceptions, and ethical implications of QuillBot on the academic writing skills of EFL postgraduate students. Employing a sequential explanatory mixed-methods design, the study involved 24 Master's students in English Education at Universitas Negeri Makassar. Quantitative data were collected through pre-test and post-test writing assessments and questionnaires, while qualitative data were gathered from semi-structured interviews and document analysis. A paired sample t-test was used to analyze score differences, and thematic analysis was applied to qualitative data. The findings indicate that QuillBot use had a specific and significant positive effect only on improving paraphrasing skills, with no significant improvement in overall writing accuracy, fluency, or coherence. Qualitatively, students perceived QuillBot as a linguistic scaffold that enhanced efficiency and confidence but also acknowledged risks of dependency and threats to their personal academic voice. Awareness of academic integrity mediated use toward more critical and reflective practices. The study concludes that QuillBot serves as an effective aid for paraphrasing tasks but is not a substitute for higher-order writing instruction. Its integration into the curriculum requires explicit pedagogical and ethical guidance to ensure it complements rather than compromises the development of independent scholarly competence.
Students’ Perceptions of Learning English Grammar through Problem-Based Learning Nurmulyana Js; Baso Jabu; Abdullah
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/xd8hjj08

Abstract

The purpose of this study is to investigate how students feel about using problem-based learning (PBL) to learn English grammar. Students frequently view grammar as a challenging and uninteresting part of learning English. As a result, PBL was introduced as a student-centered strategy that promotes involvement, teamwork, and problem-solving grounded in actual situations. First-grade children from SMPN 1 Duapitue Sidrap participated in this study, which used a qualitative research approach. Open-ended questionnaires that let students share their thoughts and experiences with grammar instruction using PBL were used to gather data. To find recurrent themes and patterns in the students' answers, a descriptive analysis of the data was conducted. The results show that when it came to learning English grammar, students usually thought well of problem-based learning. PBL, according to students, improved their motivation to learn grammar, encouraged active participation in class activities, and made it easier for them to understand grammatical principles. Additionally, by promoting collaboration, critical thinking, and conversation, PBL created a more meaningful learning environment. According to these results, problem-based learning is seen to be a useful strategy for improving students' learning experiences and promoting grammar acquisition in EFL classes.
Teachers’ Implementation of Communicative Language Teaching in English Language Teaching Nurdiana; Iskandar; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ehp6ec70

Abstract

This study aims to describe how English teachers implement Communicative Language Teaching (CLT) in English teaching. This study used a qualitative research design. Data were collected through classroom observations, interviews with teachers, and documentation. The findings indicate that teachers implement CLT through various communicative activities such as group discussions, role-plays, presentations, and information gap activities. Teachers act as facilitators by guiding students, providing vocabulary support, and creating opportunities for interaction. However, teachers also face several challenges, including students' lack of confidence, limited vocabulary, and varying levels of English proficiency. To overcome these challenges, teachers provide easy-to-understand instructions, facilitate a comfortable and supportive learning space, and encourage students to speak without fear of making mistakes. This study can conclude that CLT can be implemented effectively when teachers adapt the approach to students' needs and classroom conditions.
Master Students' Perceptions of Using ChatGPT to Support Critical Thinking in Academic Writing Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ehejhy68

Abstract

This qualitative case study explores master students' perceptions of using ChatGPT to support critical thinking in academic writing at Universitas Negeri Makassar's English Language Education Program. The integration of artificial intelligence in education has sparked debates about its impact on critical thinking development, particularly in academic writing contexts. Using triangulation methods including observations, interviews, self-reflective journals, and documentation analyzed through Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework, this study examines how master students perceive ChatGPT as a supportive tool in their academic writing process. Findings reveal that students maintain positive yet critical perceptions of ChatGPT, viewing it as a valuable brainstorming partner and idea generator that enhances their critical thinking capacity. Students demonstrated strong awareness of ChatGPT's limitations regarding reference accuracy and plagiarism risks, emphasizing the necessity of human verification and critical evaluation. The study concludes that master students perceive ChatGPT as an effective cognitive scaffold that can support critical thinking development when used critically, reflectively, and responsibly, with effectiveness depending on active user engagement rather than passive acceptance of AI-generated outputs.
Teacher’s Perception on Implementing Differentiated Learning in Vocational High School (SMKN) Gowa Israyani Masyita; Muhammad Tahir; Nur Aeni
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/a9pyjh74

Abstract

This study was designed to evaluate more about the teacher’s perception on implementing Differentiated Instruction in Vocational High School (SMKN) Gowa using qualitative approach. Four research instruments were used to collect data in this study involves classroom observation, questionnaires, and interviews. The participant of this research were  English teachers of Vocational      High School (SMKN) in Gowa, South Sulawesi, which were consist of five representatives’ teachers from each Vocational High School in Gowa. There are: SMKN 1, SMKN 2, SMKN 3, SMKN 4, SMKN 5 Gowa. Qualitative data was analyzed by using the Thematic Analysis (TA) criteria. Document analyses and classroom observations were utilized to gather data on the actual practices of teachers regarding differentiated instruction (DI). Concurrently, a questionnaire was administered to collect information on teachers' perceptions and practices related to DI. Additionally, interviews were conducted to assess teachers' views on DI. The findings of the study revealed that most of the teacher’s agreed that Differentiated Instruction (DI) has many positive outcomes, such as increased student engagement, equitable learning opportunities, addressing individual needs, fostering a sense of belonging, inspiring students to achieve their maximum potential, and enhancing student’s motivation. Meanwhile, all the teachers stated that Differentiated Instruction adoption could be difficult to be implemented because of its time requirements, difficulty with increased class sizes, differing teacher approaches, and difficulty fitting DI into regular classroom procedures.Teacher’s perspective in implementing differentiated learning in line with the Kurikulum Merdeka at Vocational High School in Gowa is the wide range of student abilities. Not all students are ready for a more flexible approach, so they sometimes need time to adapt to the method. In addition, limited resources—such as teaching materials suited to students’ needs—hinder effective differentiated instruction.  
The Effect of Text Organization Instruction on Students’ Expository Reading Comprehension Siti Nurul Azisyah; Iskandar; Munir
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/qdfffr71

Abstract

This study aims to investigate the effectiveness of text organization instruction in improving students’ expository reading comprehension, as well as to identify students’ challenges and explore teachers’ perceptions regarding its implementation. The research employed a sequential explanatory mixed-methods design, combining quantitative and qualitative approaches. The quantitative data were collected through pre-test and post-test to measure students’ reading comprehension before and after the intervention, while qualitative data were obtained through questionnaires and analysis of students’ responses to provide deeper insights into their experiences. The findings reveal that text organization instruction significantly improves students’ comprehension of expository texts. Students demonstrated better ability in identifying main ideas, recognizing supporting details, and understanding the relationships between ideas. In addition, the results indicate that well-organized texts reduce students’ difficulties in reading, as clear structures help them follow the flow of information more easily and minimize confusion.  Furthermore, students showed positive changes in motivation, confidence, and engagement in reading activities after receiving instruction on text organization. The integration of quantitative and qualitative findings confirms that text organization instruction is an effective pedagogical strategy for enhancing reading comprehension and supporting meaningful learning. Explicit teaching of text organization plays a crucial role in improving students’ ability to comprehend expository texts and should be considered an essential component in reading instruction.

Page 14 of 15 | Total Record : 141

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